Giáo án Unit 14 Tiếng anh 3 global success

School: ____________________ Grade: ____________________ Teacher: ____________________ Date of teaching: ____________________ Attendance: ____________________ UNIT 14: MY BEDROOM Lesson 1 – Period 1 I. OBJECTIVES Language
By the end of the lesson, pupils will be able to:
- understand and correctly repeat the sentences in two
communicative contexts (pictures) focusing on quantities of things in a room;
- correctly say the words and use There’s / There are _____ in the
room. to talk about quantities of things in a room;
- enhance the correct use of There’s / There are _____ in the room.
to talk about quantities of things in a room in a freer context. Core
decision making, teamwork, reliability, motivation, adaptability,
competenci problem-solving, integrity, communication, planning and es organization General Listening: listen and repeat
competenci Oral communication: let’s talk es
Self-control & independent learning: perform listening tasks
Communication and collaboration: work in pairs or groups
Sociability: talk to each other Attributes
Kindness: help partners to complete learning tasks
Diligence: complete learning tasks
Responsibility: appreciate kindness
II. RESOURCES AND MATERIAL: - Student’s book Page 24 - Audio Tracks 32, 33
- Teacher’s guide Pages 172, 173, 174

- Website sachmem.vn
- Flashcards/pictures and posters (Unit 14)
- Computer, projector… III.
Warm-up and review – Look, listen and repeat – Listen, point PROCEDUR
and say – Let’s talk – Fun corner and wrap-up E Pupils’ Note Procedure Teacher’s activities activitie s
Warm-up and review: 5 minutes Greet the class.
Option 1: Sing the song in Unit 13, Lesson 1. Whole - Ask pupils to sing the song. class
- Invite some of them to come to the board to
role play, the rest of the pupils will sing.
Option 2: Chant and do activities (Unit 13, Lesson 3). Group
- Ask pupils to chant and do the actions in Unit work 13, Lesson 3 in groups.
- Give points and encourage them.
Option 3: Game: What room is this?
- A picture is hidden behind some coloured Individual squares. work/
- Pupils choose a square to open, then try to Teamwor guess what the room behind is. k
- Teacher shows the whole picture then asks
pupils to say out loud the name of the room. EXPLORATION
Activity 1. Look, listen and repeat. 8 minutes a. Goal:
To understand and correctly repeat the sentences in two
communicative contexts (pictures) focusing on quantities of

things in a room b. Input:
– Context a: Mai: This is my bedroom. There’s a desk in the room.
– Context b: Mai: There are two chairs in the room. c.
Pupils can understand and correctly repeat the sentences in Outcome:
two communicative contexts focusing on quantities of things in a room. d.
Step 1: Have pupils look at Pictures a and b and Whole Procedure:
identify the characters in the pictures. class
Step 2: Ask pupils to look at Picture a. Play the recording for them to listen. Whole
Step 3: Play the recording again, sentence by class
sentence, for pupils to listen and repeat
individually and in chorus. Correct their
pronunciation where necessary. Repeat the same Whole
procedure with Picture b. class
Step 4: Invite a few pairs to the front of the /
classroom to listen to and repeat the sentences Individual in the recording. work
Step 5: Draw pupils’ attention to the sentences Pair work
There’s a desk in the room and There are two
chairs in the room. Tell pupils that they are used Individual
to talking about quantities of things in a room. work KNOWLEDGE CONSTRUCTION
Activity 2. Listen, point and say. 9 minutes a. Goal:
To correctly say the words and use There’s / There are _____
in the room. to talk about quantities of things in a room b. Input:
– Picture cues: a. a desk b. a bed
c. two doors d. two windows – Speech bubbles: There’s _____ in the room. There are _____ in the room. Audio script:
a. a desk b. a bed c. two doors d. two windows There’s a desk in the room.
There are two doors in the room.

c.
Pupils can correctly say the words and use There’s / There Outcome:
are _____ in the room. to talk about quantities of things in a room. d.
Step 1: Have pupils look at Picture a and elicit Whole Procedure:
the name of the thing in the room. Have the class
class listen to the recording and repeat the word / Pair
a few times. Then let them work in pairs, pointing work
at the pictures and saying the words until they feel confident.
Step 2: Model by getting pupils to point at the
sentence There’s _____ in the room. in the first Whole
bubble. Have them point at Picture a and elicit class
the missing words (e.g. a desk). Then get pupils /
to listen to the recording and repeat the Individual
sentence There’s a desk in the room. a few times work
until they feel confident. Go around and offer
help or correct pupils’ pronunciation. Repeat the
same procedure with Picture b.
Step 3: Repeat Steps 1 and 2 with Picture c.
Remind pupils that the structure There are _____ Whole
in the room. is used with more than one thing class
(e.g. Pictures c and d). Let pupils listen to the /
recording and repeat the sentence There are two Individual
doors in the room. a few times until they feel work
confident. Repeat the same procedure with Picture d.
Step 4: Give pupils time to work in pairs or
groups, pointing at the pictures and saying the
quantities of the things in the room. Go around Pair work and offer help.
Step 5: Invite a few pupils to point at the Individual
pictures and say the quantities of the things in work
the room in front of the class. Group
Game: What’s missing? work
- T divides the class into 2 teams: BOYS and GIRLS.
- T shows 4 pictures on the board. Take out 1,
then 2 pictures then ask pupils to find out